HOW DO MIDDLE SCHOOL STUDENTS PERCEIVE CHANGE AND CONTINUITY?: A RESEARCH BASED ON STUDENTS’ VIEWS

Abstract

The content related to change and continuity is taught to students at primary and middle school levels through the social studies course. In this context, it is important to examine how middle school students who take the social studies course perceive change and continuity. The purpose of this research that based on this importance is to determine how middle school students perceive change and continuity. Phenomenology, one of the qualitative research designs, was used in the research. A total of 22 middle school students participated in the research in which maximum diversity sampling was used. The data were collected through a semi-structured interview form and analyzed using descriptive analysis. At the end of the research, it was determined that middle school students perceived change as compulsory, natural, necessary, regenerator, developer and harmonizer, and perceived continuity as protecting the essence, resistance against degeneration, immutability, keeping past live, immortality. Ita was also determined that students viewed the place of the change and continuity in individual life as a part of daily life, necessary, regulator and humanitarian, and viewed the place of the change and continuity in social life as necessary, regulator, stabilizer and natural. Based on the results, various recommendations were developed.

Keywords

• Social studies course
• change
• continuity
• middle school students
• perception

ORTAOKUL ÖĞRENCİLERİ DEĞİŞİM VE SÜREKLİLİĞİ NASIL ALGILIYOR?: ÖĞRENCİ GÖRÜŞLERİNE DAYALI BİR ARAŞTIRMA

Abstract

Değişim ve süreklilik ile ilgili içerik ilkokul ve ortaokul düzeyindeki öğrencilere sosyal bilgiler dersi aracılığıyla öğretilmektedir. Bu bağlamda sosyal bilgiler dersini alan ortaokul öğrencilerinin değişim ve sürekliliği nasıl algıladıklarının incelenmesi önemlidir. Söz konusu önemden hareketle gerçekleştirilen çalışmada ortaokul öğrencilerinin değişim ve sürekliliği nasıl algıladıklarının belirlemesi amaçlanmıştır. Çalışmada nitel araştırma desenlerinden fenomenoloji kullanılmıştır. Maksimum çeşitlilik örneklemesinin kullanıldığı çalışmaya toplam 22 ortaokul öğrencisi katılmıştır. Çalışmanın verileri yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve betimsel analiz tekniği kullanılarak çözümlenmiştir. Çalışmanın sonunda ortaokul öğrencilerinin değişimi; zorunlu, doğal, gerekli, yenileyici, geliştirici ve uyumlaştırıcı bir kavram olarak algıladıkları; sürekliliği ise özü koruma, yozlaşmaya karşı direnç, değişmezlik, geçmişi yaşatma ve ölümsüzlük biçiminde bir kavram olarak algıladıkları belirlenmiştir. Öte yandan öğrencilerin değişim ve sürekliliğin bireysel yaşamdaki yerini; günlük yaşamın bir parçası, gerekli, düzenleyici ve insani olarak gördükleri, toplumsal yaşamdaki yerini ise gerekli, düzenleyici, dengeleyici ve doğal olarak gördükleri tespit edilmiştir. Çalışmada ulaşılan sonuçlara dayanarak çeşitli öneriler geliştirilmiştir.

Keywords

• Sosyal bilgiler dersi
• değişim
• süreklilik
• ortaokul öğrencileri
• algı

References

1. Akbaba, B., Keçe, M., & Erdem, M. (2012). Effect of using multi-media to students’ time chronology skills and perception skills of students’ change-continuity. Afyon Kocatepe University Journal of Social Sciences, 14(2), 237-257. Retrieved from https://avesis.gazi.edu.tr/yayin/c228da92-2092-49b9-b2a5-3a4036e5ca81/sosyal-bilgiler-dersinde-coklu-ortam-kullaniminin-ogrencilerin-zaman-kronoloji-ve-degisim-surekliligi-algilama-becerilerine-etkisi
2. Anleu, S. L. R. (2009). Law and social change. Sage Publication.
3. Aras, B. (2006). Turkish-Iranian relations: Change and continuity. Journal of Avrasya Dosyasi, 12(2), 61-92. Retrieved from https://acikerisim.isikun.edu.tr/xmlui/handle/11729/2085
4. Ateş, Ö. (2003). Change and continuity approaches in family businesses (Doctoral dissertation). Ankara University, Institute of Social Sciences.
5. Barr, R., Barth, J. L., & Shermis, S. S. (1978). Defining social studies. National Council for the Social Studies.
6. Borowik, I. (2017). Religion in Poland between tradition and modernity, or religious continuity and change in conditions of transformation. In Ramet, S., Borowik, I. (Eds.) Religion, Politics, and Values in Poland. Palgrave Studies in Religion, Politics, and Policy (pp.161-182). Palgrave Macmillan.
7. Broom, C. (2011). Change and continuity in British Columbian perspectives as illustrated in social studies textbooks from 1885 to 2006. Journal of Educational Media, Memory, and Society, 3(2), 42-57. https://doi.org/10.3167/jemms.2011.030203
8. Byrne, M. (2001). Sampling for qualitative research. AORN Journal, 73(2), 494-494. https://doi.org/10.1016/s0001-2092(06)61990-x

9. Ceyhan, G. (2002). The Changes and continuality in house interiors and furnitures in Turkey (Doctoral disseration). İstanbul Technical University, Institute of Science.
10. Champagne, D. (2006). Social change and cultural continuity among native nations. Rowman Altamira.
11. Cocklin, B., & Wilkinson, J. (2011). A case study of leadership transition: Continuity and change. Educational Management Administration & Leadership, 39(6), 661-675. https://doi.org/10.1177/1741143211416346
12. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage Publication.
13. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design choosing among five approaches. Sage Publication.
14. Çelik, H., Karadeniz, H., & Cabul, E. (2018). Students’ evaluations of change and continuity in the context of their experience in social studies classes: Hospitality example. Journal of Multidisciplinary Studies in Education, 2(2), 39-57. Retrieved from https://dergipark.org.tr/tr/pub/jmse/issue/40250/450494
15. Delputte, S., & Orbie, J. (2020). Paradigm shift or reinventing the wheel? Towards a research agenda on change and continuity in EU development policy. Journal of Contemporary European Research, 16(2), 234-256. https://doi.org/10.30950/jcer.v16i2.1084
16. Denzin, N. K., & Lincoln, Y. S. (2017). The discipline and practise of qualitative research. In Norman K. D., & Yvonna S. L. (Eds.), The Sage handbook of qualitative research (pp.1-32). Sage Publication.
17. Dere, İ., & Emeksever, A. (2018). The teaching of cultural heritage with oral history in life studies courses. Future Visions Journal, 2(4), 40-47. https://doi.org/10.29345/futvis.61
18. Dere, İ., & Kızılay, N. (2017). Usage of oral history in the inquiry of family history experiences of primary school students. Turkish History Education Journal, 6(2), 294-323. Retrieved from http://acikerisim.ibu.edu.tr/xmlui/bitstream/handle/20.500.12491/2943/ilker-dere.pdf?sequence=1&isAllowed=y
19. Evans, R. W. (2004). The social studies wars: What should we teach the children?. Teachers College Press.
20. Fertig, G. (2008). Using biography to help young learners understand the causes of historical change and continuity. Social Studies, 99(4), 147-154. https://doi.org/10.3200/TSSS.99.4.147-154
21. Fingerman, K. L., Hay, E. L., Dush, C. M. K., Cichy, K. E., & Hosterman, S. J. (2007). Parents’ and offspring's perceptions of change and continuity when parents experience the transition to old age. Advances in Life Course Research, 12, 275-306. https://doi.org/10.1016/S1040-2608(07)12010-4
22. Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3-41. https://doi.org/10.1177/0013161X0527797
23. Hoffmann, J. P., & Johnson, S. M. (2005). Attitudes toward abortion among religious traditions in the United States: Change or continuity?. Sociology of Religion, 66(2), 161-182. https://doi.org/10.2307/4153084
24. Horsley, M., Knight, B., & Huntly, H. (2010). The role of textbooks and other teaching and learning resources in higher education in Australia: Change and continuity in supporting learning. IARTEM e-Journal, 3(2), 43-61. https://doi.org/10.21344/iartem.v3i2.787
25. Kabapınar, Y., & İncegül, S. (2016). Child games and toys within the framework of change and continuity: An oral history study. Turkish History Education Journal, 5(1), 74-96. Retrieved from https://dergipark.org.tr/en/download/article-file/261308
26. Kaya, E., & Bayram, H. (2021). Utilization of the research compliance matrix in educational research design and evaluation: A design based research. International Journal of Education Technology and Scientific Researches, 6(15), 887-944. http://dx.doi.org/10.35826/ijetsar.325
27. Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190–206. https://doi.org/10.1037/a0013153
28. McCashin, A. (2018). Continuity and change in the welfare state: Social security in the Republic of Ireland. Springer.
29. Miles, M. B., & Huberman, A .M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publication.
30. Morrow, R. A., & Torres, C. A. (2002). Reading Freire and Habermas: Critical pedagogy and transformative social change. Teachers College Press.
31. Newman, E. (2014). Understanding civil wars: Continuity and change in intrastate conflict. Routledge.
32. Ojha, H. R., Banjade, M. R., Sunam, R. K., Bhattarai, B., Jana, S., Goutam, K. R., & Dhungana, S. (2014). Can authority change through deliberative politics?: Lessons from the four decades of participatory forest policy reform in Nepal. Forest Policy and Economics, 46, 1-9. https://doi.org/10.1016/j.forpol.2014.04.005
33. Özen, R., & Sağlam, H. İ. (2010). Perception of primary students on change and continuity. Journal of Akademik Bakış, 22, 1-15. Retrieved from https://avesis.medeniyet.edu.tr/yayin/bfeb1406-8c32-46e8-8f91-8b58f4506747/ilkogretim-ogrencilerinin-degisim-ve-surekliligi-algilayisi
34. Pala, Ş. M. (2021). The place of change and continuity perception, time and chronology perception skills in the curriculum of the social studies. Review of International Geographical Education Online, 11(1), 134-150. https://doi.org/10.33403/rigeo.841493
35. Patton, D. F. (2019). Protest voting in Eastern Germany: Continuity and change across three decades. German Politics and Society, 37(3), 72-88. https://doi.org/10.3167/gps.2019.370306
36. Payne, M. (2020). The origins of social work: Continuity and change. Bloomsbury Publishing.
37. Rosenau, J. N. (2018). Turbulence in world politics: A theory of change and continuity. Princeton University Press.
38. Sabaratnam, L. (2001). Ethnic attachments in Sri Lanka: Social change and cultural continuity. Palgrave.
39. Sel, B. (2020). An action research based on the pedagogies of the object for improving students' skills of change and continuity in social studies (Doctoral dissertation). Gazi University, Institute of Educational Sciences.
40. Sel, B., & Sözer, M. A. (2020). Change and continuity perception skills in social studies curriculum in Turkey and America within the scope of teaching historical time. Uşak University Journal of Educational Research, 6(1), 1-19. https://doi.org/10.29065/usakead.649688
41. Sfameni, C. (2021). Residential villas in Late Antique Italy: Continuity and change. Recent research on the Late Antique Countryside, 2, 335-375. https://doi.org/10.1163/9789047413424_014
42. Shearer, C. L., Crouter, A. C., & McHale, S. M. (2005). Parents' perceptions of changes in mother-child and father-child relationships during adolescence. Journal of Adolescent Research, 20(6), 662-684. https://doi.org/10.1177/0743558405275086
43. Staudt Willet, K. B., & Carpenter, J. P. (2021). A tale of two subreddits: Change and continuity in teaching‐ related online spaces. British Journal of Educational Technology, 52(2), 714-733. https://doi.org/10.1111/bjet.13051
44. Şimşek, A., & Kolbasar, S. (2020). Investigation of the “The Turkish War of Independence” subject in the 4th grade social studies book in term of teaching chronology knowledge and skills with teacher and students opinions. International Journal of New Approaches in Social Studies, 4(2), 335-356. https://doi.org/10.38015/sbyy.842634
45. Thornton, S. J. (2008). Continuity and change in social studies curriculum. In Linda S. L. & Cynthia A. T. (Eds.), Handbook of Research in Social Studies Education, (pp.15-32). Routledge.
46. Tuna, Y. E., & Bucak, F. M. (2013). The analysis of social studıes teacher candidates’ perceptions towards “history” concept with the help of metaphors. Adıyaman University Journal of Social Sciences, (14), 609-642. https://doi.org/10.14520/adyusbd.600
47. Turan, R. (2016). Perceptions of the teachers on the students’ acquisition levels of basic and historical thinking skills. Turkish Studies, 11(14), 705-730. http://dx.doi.org/10.7827/TurkishStudies.9706
48. Üztemur, S., Dinç, E., & Acun, İ. (2018). Developing students’ social studies-specific skills through the implementation of museum and historic place activities. Mehmet Akif Ersoy University Journal of Education Faculty, (46), 294-324. https://doi.org/10.21764/maeuefd.349442